Sarah Otterbeck, PhD Candidate in Engineering and
Science Education
Abstract: In this interactive session, we will co-explore my third dissertation paper, a practitioner article known as a “workshop in a box”. The activities and implications are based upon findings from my mixed methods study examining the gender inequities in service responsibilities of mathematics faculty at research-intensive institutions. This type of dissertation paper demonstrates an innovative approach to research dissemination, highlighting its potential for broader impact.
During the session, we will delve into three key aspects of the third paper. First, we will turn inward to reflect on the various service responsibilities we perform. Next, we will consider various visual depictions that can be used to map out these service activities. Finally, we will discuss strategies for responding to service requests effectively. This session is an open-invitation to engage with dissertation research in a novel way, fostering self-awareness through reflection and professional development.
Short Bio: Sarah Otterbeck (she, her) is a PhD Candidate in Engineering and Science Education, set to graduate in May. Her research over the last four years has explored the service responsibilities of tenure-track math faculty at research-intensive institutions through the use of mixed methods research. As Graduate Research Assistant with the Office of Teaching Effectiveness and Innovation (OTEI), Sarah has focused on promoting inclusive and equitable teaching strategies for STEM graduate students and faculty. She holds an MS in Mathematical Sciences from Clemson University (2021) and a BS in Mathematics from Keene State College (2018). Sarah is passionate about educational development and aims to work with faculty, instructors, and staff across disciplines to integrate evidence-based equity practices into their teaching.
For more information, contact Paige Zoltewicz, pzoltew@clemson.edu
